Standards Review Process
The Wisconsin Department of Public Instruction has a transparent and comprehensive process for reviewing and revising academic standards. The process began with a Notice of Intent to review and a month-long public comment period which began on January 28th, 2020. After the 30 day public notice period, the State Superintendent’s Academic Standards Review Council will examine those comments and recommend whether to revise or develop those standards. The State Superintendent determines whether to move forward with a revision process or continue with the current standards. If revision or development is determined to be needed, a state writing committee is then formed to work on those standards for all grade levels. That draft is then made openly available for review to get feedback from the public, key stakeholders, educators, and the Legislature, with further review by the State Superintendent’s Standards Review Council. The State Superintendent then determines adoption of the standards.
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Public Input Survey - open until February 28th
Overview
Wisconsin's mathematics standards serve as rigorous goals for teaching and learning. Setting high standards enables students, educators, and parents to understand what students are expected to learn. Clear statements about what students must know and be able to do are essential to ensure students are given the opportunity to succeed.
Resources on Wisconsin Standards for Mathematics
- Wisconsin Standards for Mathematics
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The Wisconsin Standards for Mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. To access the documents, visit the Institute for Mathematics and Education website .
Standards for Mathematical Practice
The Standards for Mathematical Practices are central to the teaching and learning of mathematics. These practices describe the behaviors and habits of mind that are exhibited by students who are mathematically proficient.
The practices describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.